INTRODUCTION
The tests on this CD-ROM • make tests which only cover grammar or vocabulary .
• make the layout compatible with other tests you use.
The tests are designed to be suitable for mixed-ability • use the listening scripts provided and write extra
classes. There are three levels of Unit, End-of-term and comprehension questions, vocabulary exercises or
End-of-year tests: pronunciation exercises.
• basic level Remember to save your customized tests on your computer if
• standard level you want to use them again.
• higher level
This allows you to choose the test which best matches your Diagnostic test (A/B versions)
students’ abilities.
45 minutes
These tests include: The Diagnostic test is intended to help you assess your
• a Diagnostic test to use at the beginning of the year. students’ level of English. This knowledge will help you
• End-of-unit tests, including listening, vocabulary, when using the Student’s Book, the optional activities in
grammar, reading, communication and writing activities the Teacher’s Book, the graded activities in the Workbook,
at three levels: basic, standard and higher. There is also a Teacher’s Photocopiable Resources and Tests. The Diagnostic
speaking test for each unit. test should be given at the beginning of the school year.
• End-of-term and End-of-year tests at three levels: basic,
standard and higher. Unit tests (Graded and A/B versions)
• Five-minute tests covering language from the Vocabulary
40 minutes
and Language focus lessons.
Each unit test is offered at three levels: basic, standard
• Parallel (A/B) versions of the standard tests are also
and higher. The standard level tests are also available
offered to prevent copying.
in versions A and B. The unit tests are divided into five
• the Tapecscript for the listening activity in each test.
sections: listening, vocabulary, language focus, reading,
• the Answer keys.
communication and writing.
An audio CD element is included, with recordings for all the A marking scheme is provided, with a final mark out of 100
listening tasks, which can be played on a CD player. for each test.
All the tests are provided as PDFs and as Word End-of-term and End-of-year tests
documents . You can print out the PDFs and use them as (Graded and A/B versions)
they are. If you want to adapt the tests, you can edit the Word
documents and save them on your computer. 40 minutes
Each End-of-term and End-of-year test is offered at three
levels: basic, standard and higher. The standard level tests are
A/B versions
also available in versions A and B.
The standard level tests are offered in two versions (A and B). Each End-of-term test tests language and skills from the
The A and B tests cover exactly the same material, but the previous four Student’s Book units.
questions have been reorganized to prevent copying. Each End-of-year test tests language and skills from the
All the tests can be photocopied freely for classroom use. whole Student’s Book.
They may not be sold without the permission of Oxford A marking scheme is provided, with a final mark out of 100
University Press. for each test.
Guidelines for adapting the tests Five-minute tests (A/B versions)
You might want to add something extra you taught in class,
10 minutes
remove something you decided to omit or did not have time
to teach, or even personalize the exercises. You can easily do There are four Five-minute tests for each unit. They are quick
this by: to administer and quick to mark. They test only grammar
• adding, removing, or editing sections. and vocabulary. Each test lasts 10 minutes. The first and
• adding, removing, or editing questions. third tests in the unit cover the vocabulary from the two
You might also want to: Vocabulary lessons, whilst the second and fourth tests cover
• put two tests together – for instance if you want a quick the grammar from the two Language focus lessons.
test for Units 1 and 2, you could combine the five-minute
Audio
tests for both these Units.
The audio for all the listening sections can be found on this
MultiROM. The track numbers refer to this CD.
ASSESSING SPEAKING AND WRITING
SPEAKING 3 Photo description
• Assess students individually, giving them one of the
About the tests photographs and asking the questions. Allow students
The speaking tests in English Plus are in three parts: five minutes to look at the photograph and the
1 About you questions, and to prepare their answers.
In this part of the test, students respond to personal • Assess pairs of students at a time. Give each student
questions about themselves, their experiences, their likes one of the photographs, and allow them five minutes to
and dislikes, etc. The questions recycle vocabulary from the look at it and prepare their answers. Ask each student
units and use a variety of tenses. Students are expected to their questions in turn. You could then ask students the
answer with factual information and also to express their Extension questions together, or ask them to discuss
opinions on a variety of topics. the questions with each other, while you listen.
2 Role play
This part of the test assesses students’ ability to use the
Criteria for assessment of speaking tests
communicative expressions taught in the Speaking section The following weighting of marks is suggested for each
of each unit. Students complete a dialogue with the target section: About you – 20%; Role play – 40%; Photo description
expressions, and then practise the dialogue. – 40%. For the Diagnostic speaking test, the suggested
weighting is: About you – 40%; Photo description – 60%.
There is an extension section, which provides an alternative
format for students of higher ability. The extension The following criteria can be used to assess students’
instructions broadly map out the situation that students performance in the speaking tests.
have to role play, but students have to provide the
Content: How well did students complete each task? Did
communicative expressions themselves.
they answer the questions and add relevant opinions?
3 Photo description Fluency: How natural did the students sound? Did they
Students are given one of two photographs and asked to manage to speak without hesitating or stopping too much?
describe general and detailed aspects of it and also to give Interaction: How well did students interact with you or their
their opinions on issues arising from the photograph. partner? To what extent did they have a real conversation?
Language: Did students use appropriate vocabulary and
There is an extension section, which includes some more
grammar? For the unit tests, did they use new vocabulary
general opinion-based questions, or questions comparing
and grammar taught in the unit? How rich / varied was their
the two photographs.
language?
Accuracy: How many errors were there, especially basic errors?
How to use the tests
The tests are designed to be flexible, so there are different WRITING
options for using each activity. Criteria for assessment of writing sections
1 About you
• Give students five minutes to prepare their answers. The writing section of each test asks students to produce
Then ask each student individually the questions. a written text of the same type as they have studied in the
• Ask each student the questions without giving them corresponding unit of the Student’s Book. The following
time to prepare. criteria can be used to assess each piece of writing.
• Ask students to ask and answer the questions in pairs Content: Have students completed the task successfully?
while you listen. Have they included all the information specified in the
2 Role play instructions?
• Give students five minutes to complete the dialogue Appropriacy: Have students used language appropriate to
individually. Then perform the dialogue with each the task type, for example, informal expressions in an email
student, taking one of the roles yourself. to a friend?
• Ask students to complete the dialogue and practise it in Organization: Is the writing appropriately organized into
pairs while you listen. paragraphs, and appropriately laid out?
• Give students, in pairs or on their own, the role play Language: Have students used appropriate vocabulary and
extension instructions. Students then perform the grammar? How rich / varied is the language used?
dialogue in pairs, or you take one of the roles yourself. Linking: Are linking words and expressions used
(If you take a role, give the student the role of A.) appropriately to give the text cohesion?
Accuracy: How many errors are there in lexis and grammar,
especially basic errors?